Dolores Delgado Bernal Associate Professor 381 MBH, 587-7810 Dolores.DelgadoBernal@utah.edu

RESEARCH
As a former community educator and elementary school teacher, I received my doctorate from University of California, Los Angeles in the Graduate School of Education and then completed a two-year University of California President's Postdoctoral Fellowship at University of California, Davis in Chicana/o Studies. While on my postdoctoral fellowship, I began a research project that examines how the educational experiences of Chicana/o college students are situated in a complex web of oppressions and possibilities. This research sketches a portrait of pedagogical practices of everyday life by highlighting the cultural knowledge base that helps Chicana/o students overcome the challenges and obstacles they confront on their educational journey. As part of this research, I am also exploring how Chicana college students reflect on and talk about sexuality to better understand how they continually (re)frame their ideas and (re)make their subject positions in relationship to available discourses. TEACHING

My research and teaching draw from critical race theory, Latina/o critical theory, and Chicana and other US third world feminist theories to examine and improve the educational experiences of students of color. I have taught young people from early childhood through higher education, and before coming to the University of Utah I taught at the University of California, Davis and California State University, Monterey Bay. I employ feminist and antiracist pedagogies to encourage students to analyze educational issues of knowledge and power as related to racial/ethnic identity, gender, socio-economic class, and sexual orientation. These pedagogies push students and me to critically reflect on our cultural assumptions, practices, and conceptions of privilege and meritocracy. I incorporate these pedagogies into the following graduate and undergraduate courses:

Introduction to Critical Cultural Studies (ECS 6600)
Critical Race Theory in Education & Society (ECS 6950)
Feminist Epistemologies and Pedagogies (ECS 6622/7622)
La Chicana (ETHNC 3860)
Chicana Feminist Theories (ETHNC 5830)
Chicana/o Experience (ETHNC 2560)

Dolores Delgado-Bernal's Vita

Selected Publications:

Sleeter, C. & Delgado Bernal, D. (2004). Critical Pedagogy, Critical Race Theory, and Antiracist Education: Implications for Multicultural Education. In J. A. Banks & C.M. Banks (Eds.). The Handbook of Research on Multicultural Education, (pp. 240-258). New York: Macmillan.

Delgado Bernal, D. & Villalpando, O. (2002). An Apartheid of Knowledge in the Academy: The Struggle over "Legitimate" Knowledge for Faculty of Color. Equity and Excellence in Education, 35(2), 169-180.

Delgado Bernal, D. (2002). Critical Race Theory, LatCrit Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge. Qualitative Inquiry, 8(1), 105-126.

Villalpando, O. & Delgado Bernal, D. (2002). A Critical Race Theory Analysis of Barriers that Impede the Success of Faculty of Color. In W. Smith, P. Altback, & K. Lomotey (Eds.), The Racial Crisis in American Higher Education, (pp. 243-269). NY: SUNY Press.

Solorzano, D. G. & Delgado Bernal, D. (2001). Examining Transformational Resistance through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context. Urban Education, 36(3), 308-342.

Delgado Bernal, D. (2001). Learning and Living Pedagogies of the Home: The Mestiza Consciousness of Chicana Students. International Journal of Qualitative Studies in Education, 14(5), 623-639.

Delgado Bernal, D. (1999). Chicana/o Education From the Civil Rights Era to the Present. In J.F. Moreno, (Ed.), The Elusive Quest for Equality: 150 Years of Chicano/Chicana Education, (pp. 77-108). Cambridge, MA: Harvard Educational Review.

Delgado Bernal, D. (1998). Using a Chicana Feminist Epistemology in Educational Research. Harvard Educational Review, 68(4), 555-582. Delgado Bernal, D. (1998). Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles School Blowouts. Frontiers: A Journal of Women Studies, 19(2), 113-142.

Cutri, R.M., Delgado Bernal, D., Powell, A., and Ramirez Wiedeman, C. (1998). An Honorable Sisterhood: Four Diverse Women Identify a Critical Ethic of Care in Higher Education. Transformations, 9(2), 101-117.